University of Missouri-St. Louis
Guidelines for
Student Teachers
Music Education K-12
Academic Year
2017-2018
UMSL School of Fine and Performing Arts
Music Department
and
College of Education
University of Missouri - St. Louis
One University Boulevard
St. Louis, MO 63121 USA
314-516-5980 Rev. August, 2017
Page 2
Table of Contents
Our Vision ...............................................................................................................................................3
Music Student Teachers Outcomes .........................................................................................................4
Placement ................................................................................................................................................4
Terminology & Enrollment .....................................................................................................................5
Student Teacher Orientation ................................................................................................................... 5
Contact Information ................................................................................................................................ 6
Seminars .................................................................................................................................................. 6
Student Teacher Expectations…………………………………………………………………………. 6
School Calendar Day/Attire.................................................................................................................... 6
Attitude/ Observation Journal/Lesson Plans/ Feedback/Absences/Principal Observation…………… 7
Cooperating or Host Teacher Duties & Expectations…………………………………………………...8
University Supervisor Duties/Grading…………………………………………………………………..9
Suggested Student Teaching Timeline/MoPTA Tasks & Deadlines…………………………………. 10
Student Teacher Information Form…………………………………………………………………….11
MoPTA Lesson Plan Template…………………………………………………………………… 13-17
Shorter Lesson Plan Template Form………………………………………………………………… 18
Page 3
University of Missouri-St. Louis
Music Department and College of Education
Our Vision
The University of Missouri-St. Louis 21st Century College of Education, as part of
Missouri’s public, metropolitan, land-grant, research University, will be a leader in
developing educators for instructional, leadership, research and other roles in traditional
and non-traditional learning communities. The College is a collaborative teaching and
learning environment for educators and is committed to significantly advancing the
quality of teaching, learning, and research as it serves a dynamic, technologically
advanced and diverse metropolitan community.
What We Believe Education is necessary and valuable for enhancing the lives of individuals and for improving
society by examining, creating, and sharing knowledge.
Effective educators understand, embrace, and celebrate diversity.
Effective educators recognize inequities and act in ways that bring about social justice.
Effective educators use diverse, culturally responsive strategies to provide for the individual needs
of all learners.
Effective Educators practice and model ethical behavior.
Effective educators practice and model active research and seek external support for that research.
Effective educators use technology to increase student engagement and expand learning
opportunities for all learners.
Reflective educators make decisions about best practice informed by existing and emerging
research.
Successful learners and effective educators engage in self-reflection, critical inquiry, and creative
endeavors.
Active engagement is vital to learning.
Continuing research is essential to inform practice, enhance the community, and advance the
professions and the mission of the university.
Partnership and collaboration among educators, other professionals, parents, students, and the
community at large are essential to the learning process.
Lifelong learning and professional development are critical to the efficacy of educators and the
community in a constantly changing world.
An organization’s structure must be consistent with and supportive of its vision.
Our Conceptual Framework
The University of Missouri-St. Louis College of Education prepares educators for the
challenges they face now and in the future. The Conceptual Framework, and Knowledge
Base upon which it is built, expresses our commitment to engaging in multiple contexts,
working with diverse individuals and communities, promoting and supporting social
justice, developing and working in collaborative partnerships, and promoting and
engaging in quality educational practice. In these ways, we create a dynamic relationship
between what the student knows and the integration of new understandings, recognizing
that this understanding comes about through social interactions, critical inquiry, and
reflection.
Page 4
Student Learning Outcomes in the Bachelor of Education
Degree in Music Education
1. Demonstrate personal music performance skills and skills in sight-singing, ear-training,
piano, improvisation, and composition to a level of proficiency and expertise necessary to
pursue a career in music education.
2. Articulate a personal philosophy of learning and teaching and understand how that
philosophy will affect the choices they make in practice.
3. Demonstrate ability to reflect on and assess the effectiveness of their own teaching with
eye toward self-improvement.
4. Be familiar with standard music curricula, particularly the National Standards for Music
Education and the Missouri Fine Arts Standards for Music.
5. Diagnose and prescribe appropriate content and techniques according to the music
learning sequence for all levels and types of learners.
6. Create instructional plans, long-range curriculum outlines, and assessment for music
education at elementary and secondary levels, incorporating recognized best practices in
music pedagogy.
7. Demonstrate competent conducting technique and rehearsal techniques appropriate for
teaching.
8. Demonstrate a working knowledge of appropriate instructional materials and their use.
9. Demonstrate skills in the administration of the school music program.
10. Understand and be able to use effective classroom management skills.
11. Demonstrate through field experiences and student teaching the necessary skills and
dispositions for teaching music in a variety of public school settings.
Placement
All music education majors are assigned for a full semester of 16 weeks: 12 weeks at (the)
primary focus area and 4 weeks at the secondary area for certification. Placements may be in a
single district or two different districts.
Page 5
Terminology & Enrollment
At the University of Missouri – St. Louis, student teachers are enrolled for Practicum 1(SEC
4992) the semester prior to your Practicum 2 experience. Some faculty refers to the practicum as
an internship music education students enroll in SEC ED 4993(12 week) & 4994(4 week).
In Preparation for Student Teaching
These questions will help you get your clinical teacher off to a good start:
1. What course materials are used? Are there extra copies of teacher manuals, curriculum
guides, etc.?
2. What are the expectations about lesson plans, small group activities, what technology is
available, professional development, extra duty assignments, bulletin boards,
conferences, etc.?
3. Where can you find the demographic and reporting information for the district?
4. What types of assessments are used?
5. What types of activities or events outside of the school day am I expected to attend?
6. Are there students with special needs in the classroom? What accommodations have been
made for these students? Do I have access to the IEPs?
7. Where should I put my coat, etc.? Is there a place I can work?
8. What are the standard operating procedures of the school and my classes?
9. What should I do to do in case of fire, tornado, earthquake drills and intruder alert?
10. What are the procedures for students to enter the building, attend assemblies, move from
one class to another, and leave the building?
11. What do the different bell signals mean?
12. What are the regulations concerning visitors in the school and classroom?
13. How do I record and report pupil attendance?
14. What procedure do I follow in case of absence?
15. What are the school policies for releasing students from school for religious instruction,
medical or dental appointments, or emergencies?
16. How do I work with the school nurse, counselor, librarian, office secretary, custodian,
and other auxiliary personnel?
17. What are the procedures for obtaining supplies, instructional aides, duplicating and
computer services?
18. What is the school policy concerning field trips?
19. What are the proper procedures for using the library, computers, and/or instructional
resources center?
20. What is the procedure for visiting another class?
21. What are the policies governing students in out-of-classroom activities at school?
22. What should I do when a crisis situation/school emergency occurs, e.g. intruder alerts,
school discipline policies and procedures in case you witness violence or items that
students are not allowed to have in school?
23. What are the school discipline/office referral policies?
24. What is the procedure for grade reporting and reporting of student growth assessed and
reported?
Page 6
Contact Information
If at any time you have concerns or questions, feel free to contact the university supervisors.
Gail Fleming, Under-Grad Music Ed Coordinator 314-516-4912 [email protected]
Gary Brandes, Band 314.516.2263 [email protected]
Jim Henry, Choir 314.516.6607 [email protected]
Jennifer Mishra, Orchestra 314.516.5984 [email protected]
Michael Smith , Graduate Music Ed 314.516.5365 [email protected]
Seminars
Students attend several seminars/conferences during their student teaching experience, facilitated
by their college supervisors. These seminars focus on specific areas related to the classroom
teaching experience and provide opportunities for student teachers to collaborate and engage
with peers in reflective, problem-solving activities. These seminars are held on campus and will
require the student teacher to be absent from the classroom for a part of one day.
In addition to our seminars/conferences you will be asked to attend several COE scheduled
Grand Seminars during the semester.
Student Teacher Expectations
School Calendar/Day
Student teachers are to follow the schedule and time requirements of the building to which they
are assigned. As such, the student teacher is to report at the same time that teachers do and is
expected to remain each day until the teacher workday is over. Student teachers follow the
building’s calendar of holidays and other activities, and must attend workshops, other in-service
requirements, open houses, etc. that the regular teacher attends. Student teachers observe the
vacation schedules of the host school.
Attire
Student teachers should dress in a professional manner and take cues for general dress
requirements from your clinical teacher. Due to their established position, your clinical teacher
may dress in a more casual manner. It is important that as a new member of the teaching staff
you establish yourself as a professional within your school. Therefore we ask that you dress in a
professional manner each day. If your school has a designated casual dress day please consider a
business casual approach.
Page 7
Attitude
The expectation is that the student teacher arrives for this assignment with enthusiasm, a genuine
mission to succeed, and the willingness to follow suggestions and directions of the clinical
teacher. The student teacher should follow the guidance of the cooperating teacher rather than
attempt to impose his/her preferences.
Observation Journal/Lesson Plans
Student teachers are responsible for keeping an observation/journal and written lesson plans for
classes they teach. Formal or informal plans are required for each lesson and should reflect the
curricular requirements for your classroom, careful planning and decision-making, and activities
that are age-appropriate. Student teachers should submit plans to your clinical teacher so that
both of you can discuss the lesson afterwards. Please have a lesson plan available for the
supervisor when they arrive. (See Lesson Plan template)
Feedback
Feedback about one’s progress is a necessary and vital part of student teaching. The clinical
teacher is in a position to give continuous feedback as an aid to your professional growth. A
valuable practice is to set aside a time each week, during which you can discuss the progress
made and areas still in need of growth. (See Formative Assessment attached)
Your clinical educator will offer a variety of formative and summative assessments during your
experience. All evaluations are intended to encourage growth and continued development as an
educator. We encourage students to file all evaluations for future reference.
Absences
If a student teacher needs to be absent, he or she must inform the clinical teacher and UMSL
supervisor as soon as possible. Snow days or school and district record days/professional
development are exceptions. The student needs to re-schedule the time missed with the host
teacher.
Principal Observation (optional)
The student teachers may schedule an observation by a building administrator. There is a form
included for this observation, or the administrator may use one of his/her choosing. Evaluation
tools will vary. (see attached Administrator Evaluation form)
Page 8
Cooperating or Host Teacher’s Duties & Expectations
The host teacher has a very important function in the growth of the student teacher. His or her
experience and expertise will provide professional knowledge of educational programs and
practices. The cooperating teacher will continue to provide guidance and help refine the student
teacher’s skills, knowledge, and professional judgment. The host teacher will help the student
teacher diagnose problems, determine solutions, set objectives, give assessments, and evaluate
the results. It is unrealistic to expect that each attempt made by student teachers will be
successful. Growth often takes place when student teachers feel free to experiment without fear
of being penalized. It is essential that student teachers understand that they can learn and profit
from mistakes.
The student teacher’s cooperating teacher will likely do the following:
Introduce the student teacher as a professional colleague rather than simply a student.
Allow the student teacher to observe for a period before he or she is asked to teach.
Typically, the first several days are used for this purpose. The student teacher may be
given specific things to look for, e.g., report and discuss observations, ask for lesson
plans, and ask questions about the lessons, etc.
Allow the student teacher to teach in a limited way before asking him or her to teach a
full class. The student teacher may be asked to assist with individual students or small
instruction groups, i.e.; sectionals or small group or individual lessons, while following a
lesson outlined by the clinical teacher. The student teacher may also be asked to observe
a lesson and teach that same lesson to another group of students.
Assist with developing a lesson plan. Many revisions with discussion may be necessary
to develop a quality lesson plan. The clinical teacher may then give the student teacher
feedback about how the lesson was presented.
Check the student teacher’s record-keeping. Documentary evidence is essential in dealing
with problems.
Share confidential student information with the student teacher. The student teacher may
be privileged to see student records. However, all student records, medical histories, etc.
are confidential.
Arrange to have the student teacher visit other teachers’ classrooms in the building,
preferably during the first and last week of student teaching.
Expect the student teacher to attend after school and evening events. Student teachers
should experience all phases of a teacher’s job and observe all aspects of the
departmental meetings, assemblies, class activities, PTA meetings, Booster meetings,
homeroom activities, student government, school research, grading papers, gathering
materials for the class, and administrative problems of the school.
Assist the students with their MoPTA Tasks. These tasks are mandated by the state of
Missouri and are submitted and graded electronically. They are extremely detailed and
time-consuming. Any advice or assistance that you can share with the student teachers
would be greatly appreciated.
Page 9
University Supervisor (Clinical Educator)
The university will assign a supervisor. He or she will likely be a specialist in your area, but may
not necessarily be one of the professors you have worked with during your degree program. It is
important to introduce yourself. This person will be instrumental in assigning your grade.
At the beginning of the semester, complete the Student Teacher Information form (found at the
end of this handbook) and give it to your university supervisor. As soon as possible please
submit to your clinical educator the teaching schedule of your clinical teacher. Update your
clinical educator as to your teaching assignments as early as possible to plan observations.
The university supervisor will visit several times during the 12-week period. After each visit, the
supervisor will want to conference with the student teacher. The clinical teacher will not always
be present during the observations. This allows the supervisor to determine how well the student
teacher is managing the classroom on his/her own. It is the student teacher’s responsibility to let
the clinical teacher know when the supervisor will be coming.
Grading
It is the university supervisor’s responsibility to assign the final student teacher grade. However,
the clinical teacher will provide substantial input into the evaluation process. Generally grades
are described as follows:
Grade of A: This grade is reserved for the student teacher whose performance was exemplary.
This individual exhibits clearly identified professional strengths in the nine MoSPE Standard
areas and is an outstanding candidate for available positions.
Grade of B: This grade represents a high level of performance in the identified areas of the
summative evaluation and would need only minimal help and supervision in most teaching
positions. There is clear evidence of strength in most areas. A strong candidate for available
positions.
Grade of C: This grade reflects an average performance which has met the minimum
proficiencies in the performance areas. The student teacher has some areas of strength, but there
are several areas for continued improvement; this student teacher may be a good candidate for
certain positions.
Grade of D: This grade reflects a student teacher who has failed to demonstrate enough
proficiencies to be certified. Any areas of weakness have been identified, and remediation must
occur and student teaching repeated.
Page 10
Grade of F: This grade represents a totally unsatisfactory performance. After meeting specific
prerequisites, the student teacher may then reapply for admission to student teaching.
Suggested Student Teaching Timeline
(12 week placement)
Week 1 Classroom Observation, MoPTA Task 1(see DESE deadlines)
Week 2 Small group or individual teaching. Add one class to student teacher’s load each
week until student teacher assumes teaching of all classes*
MoPTA Task 2 & 3(see DESE deadlines) Week 3
Week 4
Week 5
Week 6
Week 7 Assume full teaching load
Week 8 MoPTA Task 4(see DESE deadlines)
Week 9 Begin to release classes back to clinical teacher. Transition out.
Week 10 Scale down teaching to assisting, assessing,
* Students may begin assuming responsibility for assisting the cooperating teacher or teaching an
entire class as soon as the clinical teacher feels the student teacher is ready.
4 Week Placement
Week 11 If same placement as Practicum 1begin assisting with all classes
Week 12 Begin assuming responsibility of at least two or three classes
Week 13 Add additional class responsibilities per clinical teacher suggestions
Week 14 Begin releasing class back to clinical teacher
Missouri Registration for the Missouri Pre-Service Teacher Assessment (MoPTA)
https://mega.ets.org/test-takers/mopta/register/ https://mega.ets.org/test-takers/mopta/about The Tasks: http://mega.ets.org/test-takers/mopta/build-submit-tasks/requirements/
Spring 2018
Note: Registration, reschedule and cancellation deadlines take effect at 10:59 p.m. CT on the date indicated.
Task submission deadlines take effect at 1 p.m. CT on the date indicated.
Deadline Date
Page 11
Deadline Date
Registration Opens July 26, 2017
Registration Closes February 12, 2018
Reschedule Deadline February 12, 2018
Cancellation Deadline February 12, 2018
Task Submission
Task Submission Opens January 4, 2018
Task 1 Deadline February 13, 2018
Task 2 Deadline March 28, 2018
Task 3 Deadline March 28, 2018
Task 4 Deadline May 2, 2018
Task Resubmission Window
Resubmission Registration Opens May 31, 2018
Resubmission Registration Closes June 20, 2018
Task Resubmission Deadline June 21, 2018
Page 12
Task Requirements for the 4 MoPTA Tasks: Guidelines of how to complete the tasks: http://mega.ets.org/test-takers/mopta/build-submit-tasks/requirements Task 1: http://mega.ets.org/s/pdf/mopta-task-1-handbook.pdf Guidelines of how to submit the Tasks: http://mega.ets.org/test-takers/mopta/build-submit-tasks In-depth Directions (45 pages) of how to complete and submit the Tasks: http://www.mega.ets.org/s/pdf/mopta-loe-111-music.pdf Assessment Overview/3 Types of Writing: http://www.mega.ets.org/s/pdf/mopta-candidate-educator-handbook.pdf http://www.mega.ets.org/s/pdf/submission-system-user-guide.pdf Library of Examples: (Click on Teacher – scroll to Library of Examples) Examples of the tasks http://www.mega.ets.org/s/pdf/mopta-loe-111-music.pdf Submission System: http://www.mega.ets.org/s/pdf/submission-system-user-guide.pdf The Practicum II Teacher Candidates submit their Task 1 via their MOPTA portal. If they need any technical assistance because they don’t understand how to submit, then they should call ETS. Candidate and Educator Handbook: (Pg. 38 – Outlines duties of Supervising Instructors) http://mega.ets.org/s/pdf/mopta-candidate-educator-handbook.pdf Guidelines for Assistance by Supervisory Instructors: The formative nature of the MoPTA is an integral part of the performance assessment and allows you to confer with, collaborate with, and receive support from supervising instructors, cooperating teachers, and peers while preparing for the MoPTA. You may engage them in professional discussions about the Missouri Teacher Standards; have them help you record, watch, and analyze your video recordings; and have them read and comment on your analyses and on the student work you have chosen. Teacher Standards and Quality Indicators: http://dese.mo.gov/sites/default/files/TeacherStandards.pdf Grading Task 1 - Directions for Supervising Instructors: You grade their Tasks 1s by going into the ETS Client Services https://tlcs.ets.org and logging in under that account. Do a name search for your students (alphabetical by first name) and open their Task 1 work and give them feedback. Click on submit at the bottom of the page. You do not submit an actual grade to MOPTA. Please refer any and all uploading issues, technical problems or error-message questions directly to MOPTA: ETS Contact Phone: 1-609-771-7471 1-855-856-3714 Monday–Friday: 8 a.m.–6:45 p.m. CT (except for U.S. holidays) Email: [email protected] UMSL Clinical Director of MoPTA: Stephanie Koscielski, M. Ed. [email protected] 314-516-6741 office
Page 13
Student Teacher Information Form
Please provide the following information to your supervisory and host instructors.
Name ____________________________________ Student Number ___________
Address ___________________________________________________________
City _________________________ State ___________ Zip Code ____________
Email Address _____________________________Cell Phone ________________
Placement #1(12 Week) Information
First Placement__________________________________
Grades _____________
Host Teacher _______________________
Email _________________________
School_______________________ School Phone Number _____________
School Address______________________________________________________
Placement #2:
Placement #2 (4 Week) Information
First Placement__________________________________
Grades _____________
Host Teacher _______________________
Email _________________________
School_______________________ School Phone Number _____________
School Address ___________________________________________________
Page 14
Helpful Tips for a Successful Student Teaching Experience
1. Be early, not on time: Punctuality is extremely important as teacher. When you’re early,
you’re on time; when you’re on time, you’re late. Show your cooperating/clinical teacher
your level of commitment to the job. Arrive early to get organized and greet the students
as they enter.
2. Be prepared: Always be prepared for the next day when you leave the night before. You
never know what may happen that keeps you from making copies or finalizing plans in
the morning.
3. Show Initiative: If you see something that needs to be done, do it! Don’t wait to be
asked. Help students immediately, this shows you are ready and willing to be a teacher.
Kids don’t always raise their hands. Look for students who need help.
4. Be Innovative! This is your time to take all that you have learned and apply it to your
teaching. Let the knowledge, ideas, and experiences you acquired along the way fuel your
teaching. Don't be afraid to experiment. Ask your cooperating/clinical teacher to allow
you to try that lesson or activity you worked so hard to create. Explore technology!
5. Collaborate! It is very important to network with all teachers, staff members, and
administrators within the school community. This includes the office staff and custodial
staff. The young teachers who go the extra mile to collaborate are the ones remembered
down the road for prospective positions.
6. Be flexible: Understand that students have different learning styles and they all learn at
different speeds. Get to know your students and how they learn. Meet them at their level
to move them forward.
7. Dress like a professional: Be the best dressed one there! Baggy/low riding pants, low cut
tops or short skirts, flip-flops and sandals are not for teaching. A good rule of thumb is, if
your undergarments risk even the slightest chance of making an appearance, change your
clothes. Treat Fridays like any other day—just because the teachers wear jeans does not
mean you have to.
8. Be Dedicated! Always show a passion for what you do. Take advantage of opportunities
to become involved with activities outside of school if possible. Schools will applaud the
efforts of someone who always is willing to give 110%
9. You are a teacher! For the next fourteen weeks student teaching is your life. All other
pursuits and activities must take a back seat to your teaching assignment.
10. Have fun! You can do all of the things above, but will be missing out on one of the
greatest aspects of the education profession if you forget to have fun. Enjoy the students;
they will make you smile every day. Enjoy your colleagues; they are wonderful role
models. Enjoy the experience; it is something that you will carry along into your teaching
career!
Missouri Pre-Service Teacher Assessment — Lesson Plan Format 15
Missouri Pre-Service Teacher Assessment (MoPTA)
Lesson Plan Format
For the MoPTA, this Lesson Plan Format is designed to help a teacher candidate develop
well-planned and structured lessons. This format also can help a teacher candidate better
understand and design meaningful daily lessons that can positively enhance his or her
instructional practice and students’ learning. This Lesson Plan Format is intended for use
in conjunction with Tasks 2, 3, and 4.
Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by the lesson.
Learning Objectives/Goals
The lesson’s objectives and intended learning outcomes appropriate for meeting
curricular and student needs
Assessment (the type[s] of assessment used throughout the lesson)
Assessment(s) before, during, and after the lesson.
Lesson Structure and Procedures
Sequence of events of the lesson elements. (The before, during, and after the
lesson, e.g., Engagement/Opening, Procedures, Guided Practice, Conclusion)
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet
their needs.
Learning Activities
Opportunities provided for students to develop knowledge and skills of the
learning objectives.
Missouri Pre-Service Teacher Assessment — Lesson Plan Format 16
Resources and Materials
List of tools, personnel, and materials used in the planning of and during the instruction of
the lesson.
Technology
Instructional and/or assistive technology incorporated into the lesson to enhance
instruction and student learning.
Differentiation/Accommodations/Modifications/Increases in Rigor
To help meet the needs of all learners, learning differences, cultural and language
differences, etc.
Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student
behavior needs to help keep the students on task and actively engaged.
Extensions
Activities for early finishers that extend the students’ understanding of and thinking about
the learning objectives by applying their new knowledge in a different way.
Follow-Up to Today’s Lesson
Quick activity for review or building on today’s learning that will deepen student
understanding and interconnect concepts (may be incorporated tomorrow or throughout
the unit).
Additional Information
Any area or lesson component that may not have been covered by this format that you
think is vital to include in this lesson.
Missouri Pre-Service Teacher Assessment — Lesson Plan Format 17
Lesson Plan Template Form
(UMSL Music Ed)
Teacher’s Name:______________________________________________ Date:________________________________________________________ Class:_______________________________________________________ (On another sheet/sheets of paper, type your lesson plan using this outline as a guide. State the Roman Numeral and Heading; underneath each heading, list all of the necessary answers to the prompted questions in Roman Numeral Outline format.) I. Proposed Grade Level: II. Lesson Objective(s): (What concepts will be taught?) State all of the concepts to be taught within the lesson. III. Materials Needed: (What recordings, websites, videos, worksheets etc., will be needed?) List all of the materials needed for the lesson. IV. Instructional Strategies and Learning Activities: A. (Instructional Strategies)The Teacher will: 1. Engage students by modeling verbal, non-verbal, and media communication 2. Utilize questions and discussions leading to problem-solving and critical thinking 3. Foster student learning with instructional resources, e.g., technology 4. Involve students in multi-sensory activities 5. Other:
Missouri Pre-Service Teacher Assessment — Lesson Plan Format 18
B. (Learning Activities) Within the lesson, the student will be: 1. Engaged in question/answer activities and discussions 2. Introduced to multi-sensory activities, e.g., hands-on or physical activities, visual, aural, etc. 3. Involved in problem solving, critical thinking, or creative activities individually or in groups 4. Other: V. Accommodations: (What steps will be taken in order to assist students who may have specific challenges with the lesson?)
VI. Missouri Standards: (See worksheets at end of document) (What are some of the subcomponents of the 9 Mo. Teacher Standards that are addressed in this lesson?) (List 3 or 4 in sentence form.) VII. Outline of Lesson: (What steps will to be taken in order to teach the concept/concepts?) List all of the lesson steps in sequential and detailed form. Include exact websites or CD titles/tracks, and any copies of worksheets, etc. List each step of the lesson separately. VIII. Evaluation/Assessment: (How will students be evaluated or assessed? Will there be a pre-test given to determine a base line? Will the teacher determine how much the students have learned within the lesson by measuring the difference between the base lane and the outcomes? ) State all the ways that you will use to determine if the students have learned the concepts, e.g., questions, follow-up activities, hand-outs, quizzes/tests, etc.
To be Completed after the lesson is presented: IX. Reflection: (To be completed by the instructor after the lesson is completed) 1. Did you accomplish what you wanted? Did the students learn the lesson objectives?
Missouri Pre-Service Teacher Assessment — Lesson Plan Format 19
How do you know? 2. How did you feel about the ways of learning and the structure of the learning process? 3. If you teach this lesson again, how would you change it to make it better? Missouri Teacher Standards: (9)
Standard 1: Content Knowledge Aligned with Appropriate Instruction The teacher understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for all students.
Possible Sources of Evidence
Quality Indicator 1: Content Knowledge and Academic Language | Continuum
Quality Indicator 2: Student Engagement in Subject Matter | Continuum
Quality Indicator 3: Disciplinary Research and Inquiry Methodologies | Continuum
Quality Indicator 4: Interdisciplinary Instruction | Continuum
Quality Indicator 5: Diverse Social and Cultural Perspectives | Continuum
Standard 2: Student Learning, Growth, and Development The teacher understands how students learn, develop, and
differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students.
Possible Sources of Evidence
Quality Indicator 1: Cognitive, Social, Emotional, and Physical Development | Continuum
Quality Indicator 2: Student Goals | Continuum
Quality Indicator 3: Theory of Learning | Continuum
Quality Indicator 4: Differentiated Lesson Design | Continuum
Quality Indicator 5: Prior Experiences, Multiple Intelligences, Strengths, and Needs | Continuum
Quality Indicator 6: Language, Culture, Family, and Knowledge of Community Values | Continuum
Standard 3: Curriculum Implementation The teacher recognizes the importance of long-range planning and curriculum
development. The teacher develops, implements, and evaluates curriculum based upon student, district, and state standards data.
Possible Sources of Evidence
Quality Indicator 1: Implementation of Curriculum Standards | Continuum
Quality Indicator 2: Lessons for Diverse Learners | Continuum
Quality Indicator 3: Instructional Goals and Differentiated Instructional Strategies. | Continuum
Standard 4: Teaching for Critical Thinking The teacher models effective verbal, nonverbal, and media communication
techniques with students, colleagues, and families to foster active inquiry, collaboration, and supportive interaction in the classroom.
Possible Sources of Evidence
Quality Indicator 1: Instructional Strategies Leading to Student Engagement in Problem-Solving and Critical
Thinking | Continuum
Quality Indicator 2: Appropriate Use of Instructional Resources to Enhance Student Learning | Continuum
Quality Indicator 3: Cooperative, Small Group, and Independent Learning | Continuum
Standard 5: Positive Classroom Environment The teacher uses an understanding of individual/group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction, and self-motivation.
Missouri Pre-Service Teacher Assessment — Lesson Plan Format 20
Possible Sources of Evidence
Quality Indicator 1: Classroom Management Techniques | Continuum
Quality Indicator 2: Management of Time, Space, Transitions, and Activities | Continuum
Quality Indicator 3: Classroom, School, and Community Culture | Continuum
Standard 6: Effective Communication The teacher models effective verbal, nonverbal, and media communication
techniques with students, colleagues, and families to foster active inquiry, collaboration, and supportive interaction in the classroom.
Possible Sources of Evidence
Quality Indicator 1: Verbal and Nonverbal Communication | Continuum
Quality Indicator 2: Sensitivity to Culture, Gender, Intellectual, and Physical Differences | Continuum
Quality Indicator 3: Learner Expression in Speaking, Writing, and Other Media | Continuum
Quality Indicator 4: Technology, Media, and Communication Tools | Continuum
Standard 7: Student Assessment and Data Analysis The teacher understands and uses formative and summative
assessment strategies to assess the learner's progress and uses both classroom and standardized assessment data to plan ongoing instruction. The teacher monitors the performance of each student and devises instruction to enable students to grow, develop, and make adequate academic progress.
Possible Sources of Evidence
Quality Indicator 1: Effective Use of Assessments | Continuum
Quality Indicator 2: Assessment Data to Improve Learning | Continuum
Quality Indicator 3: Student-led Assessment Strategies | Continuum
Quality Indicator 4: Effect of Instruction on Individual/Class Learning | Continuum
Quality Indicator 5: Communication of Student Progress and Maintaining Records | Continuum
Quality Indicator 6: Collaborative Data Analysis | Continuum
Standard 8: Professionalism The teacher is a reflective practitioner who continually assesses the effects of choices
and actions on others. The teacher actively seeks out opportunities to grow professionally in order to improve learning for all students.
Possible Sources of Evidence
Quality Indicator 1: Self-assessment and Improvement | Continuum
Quality Indicator 2: Professional Learning | Continuum
Quality Indicator 3: Professional Rights, Responsibilities, and Ethical Practices | Continuum
Standard 9: Professional Collaboration
The teacher has effective working relationships with students, parents, school colleagues, and community members.
Possible Sources of Evidence
Quality Indicator 1: Induction and Collegial Activities | Continuum
Quality Indicator 2: Collaborating to Meet Student Needs | Continuum
Quality Indicator 3: Cooperative Partnerships in Support of Student Learning | Continuum
Missouri Pre-Service Teacher Assessment — Lesson Plan Format 21
Top Related